Bibliography: Peace Education (page 236 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Michael J. Cohen, Debra Sherblom, William S. Jose, US Department of Health Office of Education, David Shaw, Edward A. Gallagher, Mieke T. A. Lopes Cardozo, Susan Arena Zumdahl, Carolyn Shaw, and Brian Parkinson.

Landis, Clark R.; Peace, G. Earl, Jr.; Scharberg, Maureen A.; Branz, Steve; Spencer, James N.; Ricci, Robert W.; Zumdahl, Susan Arena; Shaw, David (1998). The New Traditions Consortium: Shifting from a Faculty-Centered Paradigm To a Student-Centered Paradigm, Journal of Chemical Education. Describes the role of the New Traditions Consortium, a consortium that identifies mechanisms of pedagogical and instructional change, implements them at different types of institutions, and evaluates their effects on student learning. Descriptors: Curriculum Development, Educational Change, Educational Innovation, Higher Education

Cohen, Michael J. (1989). Connecting with Nature: Creating Moments That Let Earth Teach. A Field Guide. This guidebook is designed to allow individuals to connect, sense and discover their feelings about the natural world and the environment. The guide may be used as a project or independent study in sociology, American studies, environmental studies, psychology, education, or anthropology. To use this material, one is to stop in a natural area, read one of the thought provoking statements called "Connectors," and write comments and observations in the workbook. This guide combines information about the environment with observations about feelings, sensations, and thinking, as well as suggestions for activities. Descriptors: Aesthetic Values, Affective Behavior, Affective Objectives, Discovery Learning

Mirici, Ismail Hakki (2008). Training EFL/ESL Teachers for a Peaceful Asia-Pacific Region, Asia Pacific Education Review. In this experimental study which is based on qualitative and quantitative data collection from an experimental and a control group, it has been found that when some educational terms in English Language Teacher Training programs are strengthened in meaning through some adaptations to better convey the message, their effectiveness is increased. Therefore, it is suggested that foreign or second language teachers in the Asia-Pacific region should not teach the target language only for linguistic and communicative purposes but also to introduce characteristics of different cultures and to contribute to educating people who enjoy similarities, respect differences and value human rights.   [More]   [More]  Descriptors: Control Groups, Foreign Countries, Experimental Groups, Second Language Instruction

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural attitudes. Five lessons are outlined, with appropriate modifications suggested for different age groups, and separate focus sections concentrate on either African Americans, Native Americans, Asian Americans, or Hispanic Americans. Student worksheets are included. Sections on "Justice Heroes" contain profiles of people noted for their commitment to justice and suggested student activities based on their lives. These figures include: (1) Rosa Parks; (2) Cesar Chavez; (3) Martin Luther King, Jr.; (4) Rigoberta Menchu; (5) Fannie Lou Hamer; (6) Frederick Douglas; (7) Malcolm X; and (8) Sr. Thea Bowman. A section on literature for children and youth presents annotations of 20 books that contribute to students' familiarity with cultural diversity, grouped by the target age group. Student activities are suggested, and some worksheets are included. Descriptors: Childrens Literature, Diversity (Student), Elementary Secondary Education, Ethnic Groups

Wright, Jacqueline (1996). South Africa: A Nation in Transition. A S.E.E.D.S. "Food for Learning" Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). The SEEDS (Service, Education, Economic Development, Science), Inc. program was co-founded by the author as an interdisciplinary project to extend learning experiences with similar-age students from various countries, cultures and backgrounds. The year-long curriculum focuses on the range of South African student and societal experiences. This paper describes subject specific activities for individuals and collaborative groups. Interdisciplinary project ideas are also presented.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1982). Systematic Program Design: A Handbook for Volunteers. Appropriate Technologies for Development. Fourth Edition. Reprint R-44A. This manual is intended to assist volunteers and staff of volunteer organizations in the design of projects in various community and social service areas. The first section of the manual is a guidebook that addresses such aspects of the planning, implementation, and evaluation process as situational analysis, needs assessment, task-oriented planning, progress and product evaluation, problem solving, and follow-up. Addressed in a chapter dealing with methods are the following topics: information gathering methods (library search, field surveys, consulting experts, task forces, and technical conferences); planning and implementation methods (community organization, group discussion, bargaining and negotiation, model behavior, nonformal education, technical assistance, and cost analysis); and evaluation methods (feedback, practical tests, and presentation of data and information). Concluding the guide are a series of how-to-do-it manuals devoted to health and primary care, water and sanitation, nutrition and food production, education, economic development, community services, and energy and conservation.   [More]  Descriptors: Agency Role, Community Programs, Community Services, Data Collection

Stanley Foundation, Muscatine, IA. (1985). Nuclear Arms Education in Secondary Schools. The conference-based report is designed to help secondary school educators with the difficult and important task of deciding how and what to teach about nuclear arms and national security. The booklet intends to build a rationale and to develop a context or framework to assist in selecting approaches, teaching strategies, and appropriate materials for the school and community. The report includes suggested guidelines for dealing with controversy through the treatment of issues; integrating nuclear arms issues into the established curriculum through organizing topics; and suggestions relating to rationale, goals, materials, approaches, and evaluation. Eight conclusions for nuclear arms education are also presented and include statements on appropriateness, personal involvement, student/community needs, criteria, ultimate goals, and public policy. Two appendices are included: Building a Rationale for Nuclear Arms Education and Clarifying Some Positions on Avoiding Nuclear War. Selected readings are also provided.   [More]  Descriptors: Critical Thinking, Curriculum Development, Disarmament, International Relations

Sherblom, Debra (2012). A Living Citizenship Model for the Public Schools: The Philosophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson, ProQuest LLC. In an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Social Justice, Public Schools, Friendship, Citizenship

Lopes Cardozo, Mieke T. A. (2009). Teachers in a Bolivian Context of Conflict: Potential Actors for or against Change?, Globalisation, Societies and Education. In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from "imposed" neoliberal policies, aiming instead for "dignity and decolonisation". The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separatist discourses and identity politics, mistrust in the state and between societal groups and a tradition of (violent) popular pressure methods. Both urban and rural teachers play crucial roles in these processes of conflict. Drawing on insights from critical educational theories and the strategic relational approach, the paper analyses the possibilities and challenges Bolivian teachers face in changing this context of continuing tensions, discrimination and instability. It presents an analysis of teachers' complex identities, motivations and possible role as actors for or against change towards a just and peaceful society.   [More]  Descriptors: Rural Schools, Educational Theories, Conflict, Foreign Countries

National Education Association, Washington, DC. (1946). First National Conference on Citizenship. Presented are general session and discussion group reports from a citizenship conference held in Philadelphia in May, 1946. Directed by the National Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational, and religious leaders to discuss benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to clarify leadership responsibilities in the area of citizenship and to define the role of education in helping citizens become responsible political participants. The 50 conference speakers included college deans, superintendents of schools, the mayor of Philadelphia, government officials, members of the clergy, state governors, corporation presidents, labor leaders, senators, foundation spokesmen, and citizens council representatives. Topics discussed included characteristics of good citizenship, world community, social change, duties of citizenship, American heritage, world freedom, reasons for participating in civic affairs, human rights, the need for citizenship recognition programs, and the citizenship value of participating in the war effort.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Office of Education, US Department of Health, Education, and Welfare (1960). Teaching about the United Nations in the United States: 1956-1959 Report. Bulletin, 1960, No. 18. OE-14038. Every four years the Economic and Social Council of the United Nations requests a report from each Member State telling how the United Nations and its work are being made known to the citizenry. This bulletin constitutes the report of the United States substantially as it was submitted at the close of 1959. Because the Secretary General had expressed particular interest in four aspects of teaching about the United Nations, the Office of Education Committee which drew up the report devoted a section to each one and enlisted the cooperation of teachers and specialists in all parts of the country to supply pertinent information. The main divisions of the report deal with teacher training, programs and syllabi, the treatment of the United Nations in textbooks and teaching materials, and out-of-school educational activities relating to the U.N. system. Following a Foreword, five chapters are included: (1) Introduction; (2) Teacher education and the United Nations; (3) Programs and patterns in teaching about the United Nations; (4) Teaching materials for elementary and secondary schools; and (5) Out-of-School education activities related to the U. N. Two appendices are included. [Best copy available has been provided.]   [More]  Descriptors: Elementary Secondary Education, Peace, International Cooperation, Textbooks

Gallagher, Edward A. (1994). Nonsense and the Junior College: Early California Development. Working Papers in Education. Recent critics of community colleges wrongly argue that early junior colleges in California were created not to democratize education, but to keep the university exclusive. The first state junior college law was passed in California in 1907, allowing high schools to offer 2 years of postsecondary work at a time when high schools were not yet required to offer grades nine through twelve. Benjamin Ide and Alexis Lange of the California State Board of Education and Anthony Caminetti of the Senate Committee on Education were key players in the bill's passage. The first junior college, established in Fresno in 1911, was plagued with image problems and low enrollment. By 1917-18, there were 1,561 students enrolled in 21 California junior colleges, but by 1922-23, there were only 1,416 students in 18 institutions. Revisionists criticize early junior college advocates of diverting junior college students into vocational programs to maintain the existing social order, but California was a new frontier with a dynamic evolving middle class where farmers, ranchers, and miners later became successful businessman. The California junior college was a hybrid product designed to reflect the economic interests of local communities through different technical and vocational programs. For newspaper editors, magazine and business writers, and real estate brokers, the colleges were an asset to local boosterism, making the surrounding communities appear to be superior in status and culture. California boosters held the vision of creating a new society in a new land. The new society had one new educational institution for the new century, the public junior college.   [More]  Descriptors: Economic Factors, Educational Development, Educational History, Facility Expansion

Parkinson, Brian, Ed. (1998). Edinburgh Working Papers in Applied Linguistics, 1998, Edinburgh Working Papers in Applied Linguistics. Papers on applied linguistics and language pedagogy include: "Non-Exact Quantification in Slide Presentations of Medical Research" (Ron Howard); "Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse" (Noriko Iwamoto); "Classroom Transcripts and 'Noticing' in Teacher Education" (Tony Lynch); "Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes" (Tony Lynch); "Butterflies in the Rain Forest? Ethnography and the Business English Student" (Jill Northcott and Gillian Brown); "Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise" (Brian Parkinson); "To Code or Not To Code?" (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and "Ewebuation"  (Joan-Tomas Pujola).   [More]  Descriptors: Applied Linguistics, Classroom Communication, Discourse Analysis, English for Academic Purposes

Yandell, Wilson; Jose, William S., II (1970). Education for Times of Conflict and Change. This presentation explores the dimensions of interaction, engagement, and collaboration possible between clinicians and teachers as it relates to changes in education necessary for our time. The authors attempt to identify educational goals, based upon our changing concepts of man as a social being, to serve in considering the contribution of behavioral scientists to the future of education. Toward this end, the educational process itself is examined, and the relevance of affectively charged, experiential learning for man is discussed. Finally, ways are examined in which behavioral scientists may have both the opportunity and skills for participation in the changes evolving in education. The authors conclude that the behavioral scientists' understanding of child development and the learning process means that they have particular insights to contribute to the planning of the educational process. Their understanding of conflict and of conditions essential for forcing change without violence may hopefully influence the development of curriculum if suitable means can be established for collaboration with educators themselves. A discussion by Portia Bell Hume, M.D., and response by Wilson Yandell follow the presentation.   [More]  Descriptors: Affective Behavior, Behavioral Sciences, Conflict, Consultants

Mendeloff, David; Shaw, Carolyn (2009). Connecting Students Internationally to Explore Postconflict Peacebuilding: An American-Canadian Collaboration, Journal of Political Science Education. This paper presents the design and assesses the results of an international collaborative course of American and Canadian undergraduates on the topic of postconflict peacebuilding. Using online discussions, a web-based role-play simulation, and videoconferencing this collaborative course sought to enhance student engagement with the material by exposing them to views from different countries and encouraging broader thinking about the complex set of activities and challenges involved in peacebuilding. The challenges and benefits of such collaboration are discussed.   [More]  Descriptors: Computer Uses in Education, Intercollegiate Cooperation, Articulation (Education), Computer Simulation

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